The Basics of College Admission: Part 3

It’s good to know your limits. It’s good to understand when the best thing to do is step aside and let someone else handle things. It’s also hard to miss those moments when family members communicate these things gently (but clearly) in statements such as:

  • “Just hand me the remote. I’ll show you how to find that.”
  • “I think we are good to go on virtual school today. It might be better if you go into the office.”
  • “That’s not an aerial. That’s not even a somersault. Watch this!”

This also happens to me at work. I’m fortunate to have an incredibly talented team of colleagues and friends around me. So, when it comes to communication strategy, data analysis, file review training, technology enhancements, and much more, I’ve learned to let the experts lead.

In that spirit, I’m cutting this intro short so you can hear directly from my insightful and experienced colleagues about key elements of your college admission and application experience.

Activities and Contribution to Community

Ellery Kirkconnell (Senior Admission Counselor) helps you understand what admission counselors are really looking for when they read and discuss your involvement, influence, and impact outside of the classroom.

Listen to “Basics of College Admission: Activities & Contribution to Community – Ellery Kirkconnell” on Spreaker.

Top Tips: Focus on what you’ve contributed to your school, community, or family. This section is critical, so don’t short sell your involvement or rely on your strong academic background. “Tell us more” is the rule of thumb!

Listen For: Ellery’s crystal ball predictions on how this section will be reviewed in light of Covid-19.

Key Quote: “Impact does not necessarily mean you were a president of an organization… elected official… or the captain of a sports team.”

Further Reading Viewing: Ellery’s YouTube clip on C2C.

Letters of Recommendation

Kathleen Voss (East Coast Admission Director) provides key tips for students as they consider who to ask for letters of recommendation. She also provides helpful insight into what college admission readers are (and are not) looking for when they come to this section of applications.

Listen to “Basics of College Admission: Letters of Recommendation – Kathleen Voss” on Spreaker.

Top Tips: Good recommendations showcase your character/compliment your story. Help your recommenders help you by giving them the time/direction/info they need to do their best job.  Only send the number of recs any particular college asks you to submit.

Listen For: The Starbucks Test (Honorable mention- Jerry McGuire hat tip).

Key Quote: “You are the book. And this is the person reviewing the book.”

Further Reading:   Big Future’s recs on recs. Insight from the Georgia Tech of Boston, aka MIT.

The Additional Information Section

Katie Mattli (Senior Assistant Director) explains what this section is (and what it’s not), as well as what readers are really looking for when they come to this section.

Listen to “Basics of College Admission: Understanding the Additional Information Section – Katie Mattli” on Spreaker.

Top Tips: It’s okay to leave this section blank. It’s not an additional essay or continuation of your resume and extra-curriculars. It’s an opportunity to include critical details of your story that you’ve not been able to include elsewhere. Google “the art of brevity.”

Listen For: Katie’s patented “two-part method” for approaching this section.

Key Quote: “I am a human being- and I’m trying to understand you as a human being.”

Further Reading: The Write Life.

That’s it for the real wisdom and helpful advice. In other news, here’s one more.

College Essays and Supplemental Writing

Rick Clark (Director of Undergraduate Admission) walks students through how to get started, possible topics to consider, and what “your voice” really means. He also touches on supplemental essays for colleges and walks you through very tangible tips for making your writing better.

Listen to “Basics of College Admission: Writing for Colleges – Rick Clark” on Spreaker.

Top Tips:  Voice record your essay and listen back for ways to improve. Your application is a story: how can your essay fill in gaps and round out the most complete picture of you? Have an adult who does not know you very well read your essays to simulate the experience and takeaways of an admission counselor.

Listen For: Personal secrets and confessions.

Key Quote: “Essays should be personal and detailed. The worst essays are vanilla. They’re broad and have a bunch of multi-syllabic words.”  

Further Reading:  Blogger, coach, author, and overall good person, Ethan Sawyer, aka The College Essay Guy. Five Practical Tips for Writing for Colleges.

Thanks for reading—and thanks for listening. We will be wrapping up our mini-series, “The Basics of College Admission,” in the next month with episodes including financial aid, interviews, transfer admission, and more.

At this point, we’ve reached about 18,000 listeners on The College Admission Brief podcast. Admittedly, my mom and kids have a few accounts I created which is inflating those stats, but in general we’re pleased and truly appreciative. The annual podcast fee just hit my credit card, so we’ll definitely continue to be around and want to make this as helpful as possible as you navigate your admission experience.

If there is topic you think we missed and want us to cover, please reach out to @clark2college or @gtadmission.

Thanks for subscribing or listening  on iTunesSpotify, and Spreaker.

If you would like to subscribe to receive blog entries when they post, please enter your email address in the “subscribe” box at the top of the page. We welcome comments and feedback at @gtadmission on Twitter.

Navigating the Path to Graduate School

This week we welcome Dr. Shannon Dobranski, Director of Pre-Graduate and Pre-Professional Advising at Georgia Tech, to the blog. Welcome, Shannon!

Listen to “Episode 20: Navigating the Path to Grad School – Dr. Shannon Dobranski” on Spreaker.

“I want to go to medical school. Have I taken all the steps I need to?”

“What should I be doing right now to get into a competitive graduate program?”

“Will I fall behind if I study abroad?”

The most common questions I hear from college students is some version of “Am I on track?” One of my tasks as a Pre-Graduate and Pre-Professional Advisor is to reassure the students and alumni who seek my guidance that there really is no track.

Because the path to college is often forged collectively with friends and classmates pursuing similar outcomes at the same time, students assume the next step in their journey is also predictable. They might feel uneasy when they see a roommate or friend from home seemingly making faster progress or taking an unanticipated route to graduate or professional school.

But the truth is the journey to professions that require post-graduate education is not a march; it’s a voyage that requires time spent in exploration and self-discovery.

For some, that journey begins in high school and in the selection of an undergraduate university. High school seniors who anticipate graduate or professional school to pursue a career in healthcare, industry, or scholarship can ask questions of their professional mentors and, more importantly, of themselves to determine their possible way forward.

Health Professional School

BiologyYou may be attracted to a career in medicine or another health field for many reasons. Perhaps you had a good experience (or a bad one!) with a physician when you were young, or maybe you observed a loved one who struggled with illness or injury. Medicine may be a family calling or a way to give back to your community. Perhaps you’ve dreamed of becoming a physician for so long that you’ve forgotten exactly what attracted you to the field. Now is a good time to get in touch with that motive and to practice putting those impulses to words.

Start a journal in which you capture your health-related activities, such as shadowing, volunteerism, research, or other extra-curricular service or leadership. In addition to keeping a record of these engagements, you should periodically reflect on how they are shaping you into a prospective health professional. Think about the following questions:

  • Why do I want to be a healthcare professional?
  • What steps have I taken already to prepare myself for that purpose?
  • What challenges have I encountered?
  • How have my ideas about my career changed?

Of course, not everything you do will be related directly to health, but that doesn’t mean that the things you are currently doing won’t inform the sort of healthcare professional you will become. Writing down your observations about your current activities and capturing your changing perspectives will show that you have chosen your career intentionally.

You also owe it to yourself to explore the career you have in mind by consulting experts. Talking to current health professionals or to pre-health advisors is a great way to learn more about a field and to test whether it might be a good fit. If you have family members or family friends in health careers, you can start with them and ask if they would introduce you to their colleagues for other perspectives.

If you don’t have the advantage of personal acquaintances in the profession, there are websites that can tell you about the career and how to prepare for it, such as the National Association of Advisors for the Health Professions and ExploreHealthCareers.org. Your college or university will likely have advising resources to help you as well, either in dedicated pre-health advisors or in more general career advising or academic advising offices. I also highly encourage you to ask about pre-health advising resources during your college information sessions and tours.

Graduate School

If you are considering a career in teaching or research, or if you want to Engineeringfast-track your career in some specific professions, you might discover that specialized post-graduate training is in your future. College professors, research scientists, and highly specialized personnel in government and industry all benefit from advanced coursework, usually culminating in a master’s degree or a PhD.

To determine if graduate school is right for you, I again recommend practicing reflection. Get started with these important questions:

  • What subjects am I genuinely curious about?
  • Do I have unanswered questions when I’ve completed a course?
  • Do I enjoy seeking new or additional information to solve problems?
  • Am I able to clearly explain my discoveries to other people?

While your reflection responses will reveal your own inclinations, you should also check with people in your anticipated career to see how much university training is expected for starting positions and advancement. For many fields, graduate school is not necessary, and you could advance more quickly by starting work rather than pursuing a master’s degree. Professors, current professionals, or pre-graduate or career advisors are good resources for this information.

As you consider your college options, ask what opportunities they have for faculty mentoring. A strong undergraduate research program will allow you to explore your commitment to research and provide experiences that will make you a strong applicant when you eventually apply to graduate school.

Next Steps

Whether you are considering a career in health or one that requires graduate school, you will benefit from a regular practice of self-reflection and from the habit of consulting a network of informed mentors or advisors. Here are some other actions you can take, now and as you enter college, to prepare for your career:

Participate in student organizations, research, or service projects. You may have an opportunity to do this in high school, but it is particularly important once you start college. These organizations and opportunities will advance you on your journey toward a specific career. Others won’t directly relate to your chosen field but will develop competencies or perspectives that will be valuable to you now and in the future. Be sure to reflect on these experiences in your journal!

Be curious. The most satisfying careers allow you to engage in a field that energizes you, so be open-minded early in your college career in case you discover that a different major or a minor would be rewarding. (Be sure to ask the colleges you are applying to about their major changing policies.) Be proactive during your college search and in your first year on campus and talk to an exploratory advisor to discover opportunities that fit your interests, and speak with career advisors about how your field of study might translate to a career.

Read actively. Explore your interests by staying current in your field. In some disciplines, the most recent developments will be captured in news publications and other popular discourse. In many fields, you will want to begin exploring scholarly journals and conference proceedings to discover the latest innovations. As a high school student, notice where some of these professionals attended college. This may help you broaden your list of schools to consider. And please don’t be discouraged if these materials are challenging at first; you will soon speak the language of your field.

Cultivate faculty relationships and maintain existing relationships. Professors may seem intimidating in the classroom, but they enjoy talking about their field of study and their research. Visit them during office hours, and try to set a goal for meeting other members of your campus support team. Check in with academic and career advisors each semester if possible.

Thank you for taking the time to read this blog. Taking the time to do so is a great indication that you are well on your way to an exciting college and professional future.

Dr. Shannon Dobranski has been an educator at Georgia Tech since 1996. She is currently the Director of Pre-Graduate and Pre-Professional Advising, overseeing a team committed to students and alumni seeking careers in education or health, or pursuing graduate admission or prestigious fellowships. She believes that advising is relationship and that effective advising is critical for student success in higher education. 

To Answer or Not To Answer the College Admission Covid-19 Question

Listen to “Episode 19: Answering the Covid Question – Rick Clark” on Spreaker.

My cousin comes to our house each Wednesday afternoon to tutor our kids. Not only is it always good to see her, because she’s family and has the biggest smile and most genuinely cheerful spirit of anyone I know, but it’s also a helpful reminder of the day.

“Kenzie’s here!!” Okay. Must be Wednesday.

When Covid really hit the U.S. in mid-March, life got wonky for us all. One of my friends has decided it’s actually still March—in this case March 182. You don’t have to look far on the internet, social media, or the national news to be reminded that the last five months have varied widely based on who you are, where you live, your family’s health/wealth, school response, and community impact. Personally, I have friends who have lost their business and were forced to sell their house as a result. I know people who have gotten sick and recovered, as well as several who have contracted the virus and died. However, I also have friends who have received promotions, new jobs, and are in businesses that are thriving as a direct result of the pandemic.

So not only is it logical, but it’s also critical that The Common Application has provided an opportunity for students to respond to a question directly related to Covid-19.

This optional question is accompanied by an FAQ to assist students if they choose to respond:

Community disruptions such as Covid-19 and natural disasters can have deep and long-lasting impacts. If you need it, this space is yours to describe those impacts. Colleges care about the effects on your health and well-being, safety, family circumstances, future plans, and education, including access to reliable technology and quiet study spaces.

  • Do you wish to share anything on this topic? Y/N
  • Please use this space to describe how these events have impacted you.

Here are three basic tips on how to approach this question/section.

  1. Optional means optional.

You’ve likely heard this statement related to standardized testing this year, but it applies here too.

This is the question you need to ask yourself:

Do I have something additional I want them to know about my last six months in particular that I’ve not been able to express elsewhere?

If the answer is Yes, this section is available to you. If No, click the box and move on.

2. So What Did I Miss? So what did I miss?

We use the title “admission reader” intentionally. They read. Think of your application as a story.

Chapter 1- You complete the demographic information, including name, gender, high school, age, family information, etc.

Chapter 2- You provide a transcript and your counselor sends us a school report so we understand your academic background, choices, and performance.

Chapter 3- You tell us on your Activities section what you chose to invest your time in outside the classroom.

Chapter 4- You write an essay and answer short answer questions for colleges to help them hear you and see you— think of writing like coloring in an otherwise black and white outline.

Okay. Are you satisfied? Do you feel like your story has been told? If not, what did you miss (I had I bet with my daughter that I could work in at least three Hamilton references on this blog)?

If there is more to share, you need to determine whether to include that in the “Additional Information” section or in the Covid response piece. Again, that will be dictated based on timing. If what you want a reader to know is acute and was triggered by the pandemic, this question is for you. If the circumstance is more broad and protracted, likely it best fits in the Additional Information section.

3. This is a thing. But it’s not the thing. You're overthinking again

Please do not overthink this. We’ve already gotten way too many calls and emails about this question. I’m willing to put money on these two statements at any college around the country:

First, if you put something down that a reader does not think is relevant, they’re just going to move on. It’s not going to hurt you and it’s not going to “keep you from being admitted.”

Second, imagine the most dramatic, gut wrenching, tear jerking, and unbelievable scenario you can describe in 250 words. Even that… yes, even that, is not going to get anyone in. No reader is going to say, “Hey. This kid has been making C’s and D’s since 9th grade, has been expelled three times, and put down “Torments Cats” as their only activity. BUT…check out this Covid response! I really think we should admit them!”

Unfortunately, I was kicked out of the Cub Scouts, so I don’t know a special sign that means “Trust me.” Honestly, I wish someone would develop an emoji that equates to: “I’m not BS’ing you here,” because if I had that, I’d put about nine of them here at the close. In the absence of that, I’ll just trust you are a logical, smart, and reasonable person. I mean you are reading this blog after all, #amirite?

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Application Tips for Activities and Leadership

Listen to “Episode 16: Application Tips for Activities and Leadership – Rick Clark” on Spreaker.

Earlier this week, The Common Application sent out an email indicating 166,948 students have created an account to start the process of applying to college this year.

If you are a senior working on your application, you will find the first few sections go pretty fast, and you quickly arrive at the Activities section. On the surface, this is relatively self-explanatory and the directions provided are clear. In other words, completing it should not be hard or confusing.

However, it is always helpful to get some perspective “from the other side.” I believe that’s particularly true during Covid when many colleges will not be using test scores to make admission decisions and some of the activities you usually participate in have been canceled or modified over the last six months.

What method are they using to evaluate? 

Just like individual high school grading scales, the rubrics colleges use to evaluate this section are not uniform. So, if you are applying to five or seven schools, your application will likely be evaluated on a variety of scales. Same application, same activities, same applicant – different systems. While one college may use a scale of 1-5, another could be out of 10 or 100. Alphabetic evaluations, check marks, +/-, or perhaps even emojis and .gifs could be used. Some schools fold their evaluation of this section into an overall admission decision recommendation without even assigning points or a score.

Who is reading?

People– not robots or algorithms. I’m always amazed that students believe we’re just feeding their applications into some kind of a machine that calculates the number of words you’ve used or hours you’ve reported in this section. Nope. These are actual living humans with families and dogs. They have been living through this quarantine just like you. They understand that life looks really weird right now. They get that your drama production was canceled and the internship you had lined up fell through.

The way colleges will read your activities is not going to change this year. They always make assumptions and inferences-and those always (and I use that word intentionally) lean toward providing you the benefit of the doubt. I believe that will be particularly true this year because my prediction is colleges in general will see applications go down and admit rates go up. Translation: They want and need students who are going to contribute on their campus.

…So What are they looking for?

While the training of staff, the number of committee members, and the flow of an application between admission officers will vary from one college to the next, the fundamental questions they are asking as they review your activity section are the same:

  • What was this student involved with outside the classroom?
  • Is there evidence this student made an investment beyond that involvement?
  • What impact is evident through this student’s investment and involvement?
  • Is there evidence that this student’s involvement, investment, and impact influenced others?

In an effort to help you get inside the mind of the admission committee, and also to receive tangible and actionable tips, I dug through the archives of our blog to find helpful advice we’ve provided over the years.

What: The Nuts and Bolts (Part 2)

When: October 2017

Who: Mary Tipton Woolley,  Senior Associate Director of Admission

Why: Because Mary Tipton answers questions students and families always want to know, including how many files do we read a day and how many people are in the room where it happens. But she also provides sage wisdom in her recommendation to “front” your most significant activities by listing them first.

“Then put the remainder in descending order of importance to you. It could be descending order of time spent, or significance of impact – you know best what will work for you. We discussed the review of activities in our staff training, emphasizing the importance of looking at both pages of activities in our review, but we all confessed we’d missed significant activities because they were at the end of the list.”

You can also apply this concept to your essays and admission or scholarship interviews. Make your most important point quickly. “Hook” the admission officer intentionally by prioritizing what matters most to you.

What: Subtle Leadership

When: October 2019

Who: Dr. Paul Kohn, VP for Enrollment Management

Why: Because this blog, written before any of us could have come up with the word “Covid” in a game of Scrabble, demonstrates the continuity of college admission. The way Dr. Kohn articulates leadership and impact proves my point that admission committees’ review of community involvement has not changed due to Coronavirus (Thanks, boss.).

If we were counting hours invested or the number of words on each line of your application, then sure, you would likely have less to include or describe during this pandemic. But check out his instruction to think about the filter in which you consider your influence, and how that comes across in the Activities or Community Involvement section:

Truly examine your experiences and look for the times you inspired others, demonstrated good decisions, set an example of honesty and integrity, or showed commitment and passion for a goal. Look for moments in which you cooperated with others to achieve an outcome, or you displayed empathy for others.”

Importantly, the questions he enumerates are arguably even more helpful this year than when he originally wrote his blog:

  • Have you demonstrated and preached tolerance of divergent ideas and thoughts?
  • Have you helped a classmate accomplish a goal?
  • Have you helped members of your family through a difficult time?
  • When have you helped others know the path without literally ushering them down it?
  • Have you given a speech or written an op-ed piece about the benefits of voting or contributing to certain causes?

What: Which Activities Will Make Me Competitive?

When: April 2019

Who: Katie Mattli, Senior Assistant Director of Admission

Why: Because she keeps it simple. Aaron Burr may have rap sung/ sung rap/ the 10 Duel Commandments in Hamilton, but Katie rocks the Three Extra Curricular Tenants here (apologies in advance for my attempt to lyricize her wisdom).

Number 1 – If you love it, you naturally become more competitive. The challenge demands satisfaction. This is not a reaction. She’s unapologetically repetitive. Simplicity and consistency are her sedative. Don’t write this off as sappy, because it’s true, “’What activities make you happy?’ Do… more of those things!”

Number 2 – If you are interested, I’ll be more interested.  If you are sitting pat, applications fall flat. Don’t concern yourself with what we want to hear. Be sincere. “Nothing engages me more than a student who tells me, “I love XYZ!” See? “Trying to craft a summary of undertakings that you really don’t enjoy.” Oh, boy. No. Want the bottom line? Fine. Don’t let this cause you strife. “Applications have a life and an energy when a student is trying to use every available space to expound on a passion project.”

And if you didn’t know- now you know.

Number 3 – Activities that are difficult can still make you happy.  “I said this was not a softball answer and I meant it.” Hold on a minute. That’s right- “easy and happy are not the same thing.” That line should be on a cover. And that’s why we love her. Because she can cover the basics and make great suggestions. Read her full blog for more insight and guiding questions.

What: Is it OK if I?

When: October 2018

Who: Ashley Brookshire, Regional Director of Admission, West Coast

Why: Because what you do in high school, what you do in college, and what you do throughout life should not be about playing the game or trying to win the approval of others. That box checking, resume padding climb will end up with you looking down/out/over what, exactly?

As we’ve said before, your college admission experience is a foreshadowing of your overall college experience. Don’t miss the important lessons it can teach.

In this piece, Ashley helps you “reverse this idea” and “apply to the colleges that model YOUR interests and values, rather than molding yourself to fit a school.” Now that is a life lesson. You can apply that same thinking to relationships, jobs, and many others decisions. Ashley went to Tech. She worked as a student in our office, and began her career as an admission counselor with us.

She’s since gotten married, moved to California, and had a baby. Lots of changes in her life, but what has not changed is her ability to things down to their essence and help bring out the most salient and important point. In this case:

“Is it ok if I…? Yes. Yes, to however you finish the question, because it is, and will be, okay! You can and should invest your time and energy in the things that feel most beneficial for your personal development and growth, regardless of which college you end up attending.”

What does all of this mean for you? 

Ultimately, your job is to convince the admission committee that you will be missed once you graduate– whether that be by a coach, a club sponsor, a boss, your family, a non-profit in your community, or another group or organization.

I’m confident after reading these excerpts you will have no problem doing that. Enjoy the experience. Take some time after you’ve completed this section to marvel at what you have done—and equally as important what you will inevitably contribute on a college campus.

Bonus Listen: Want more on this topic? Here’s an excellent conversation from CollegeWise to check out.

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What I Do and Do Not Know…

Listen to “Episode 11: What I Do & Do Not Know – Rick Clark” on Spreaker.

Georgia Tech Admission Staff Webinar Meeting
“Dress up/formal” staff meeting theme

Each of the last seven Wednesdays at 2:45 p.m., we’ve held a full-staff meeting. While smaller teams are also meeting at other points, this is our weekly chance to all be “together.” As our time sheltering in place has lengthened, and reports and articles of other universities around the country issuing furloughs or discussing re-entry timelines proliferate, I’ve found it increasingly important to begin each meeting by laying out what I do and do not know. The latter is way longer most weeks.

When it comes to how COVID-19 will impact our work in the months ahead, however, the story is far more balanced.

What I DON’T know

In April and early May, admission deans and directors around the country get a lot of questions from their faculty, staff, alumni, and administrators such as, “How are the numbers looking?” or “Are we on target for next year?” Normally thousands of visitors are touring campus, neighbors’ or friends’ kids are weighing college options, and they’re seeing social media posts and online articles about high school seniors graduating and heading off to various colleges.

In most years by this point I have a great sense of how August will look. In fact, we often host a Cinco De Mayo gathering for our campus partners to thank them for their assistance and tell them about the incoming class in terms of size, demographics, geographic and curricular make-up, academic quality, along with a few interesting anecdotes from students’ essays.

This year is different. This year there are many uncertainties about what the months ahead hold, and the only honest answer to “How are the numbers looking?” or “Are we on target for next year?” is simply “I do not know.” Granted, no admission dean is that succinct, so those four words are quickly followed by some combination of “ifs,” “assumings,” or “hopefullys” in the subsequent sentences.

Here are a few of the key predictive metrics enrollment managers and their data gurus typically watch in late spring:

  • comparisons with historical trends.
  • the number of pending offers of admission.
  • the number of students canceling their applications to go elsewhere.
  • the number of students who attended a campus visit or information session.
  • open rates on emails and interactions online or via phone with staff.
  • the number of students registered for orientation and applying for housing.
  • the number of students who completed all financial aid documents and viewed their aid package online.

These indicators, in combination with a variety of other factors, help determine the number of waitlist offers to make, as well as how many deposited students will melt (or choose to go elsewhere) over the summer.

The basic math of college admission:

Admitted students/ Total applications = Admit rate

Deposited students/ Admitted students = Yield rate

100- (Enrolled students/ Deposited students) = Melt rate

Right now there are simply too many unknowns to accurately predict the final class size. So, “how are the numbers looking?” and “Are we on target for next year?”

Great questions. Any chance you could help me answer these?

  • Is the economy going to rebound, and to what extent?
  • Will US embassies and consulates again be issuing student visas so international students can study in America in the fall?
  • Will in-person instruction be permitted and/or advisable from a public health standpoint?
  • How open will travel be around the United States?
  • How comfortable will families be sending their kids 10s, 100s, or 1,000s of miles away from home?
  • How many students will opt for a deferment term or gap year? 

Other things I’ve recently learned I don’t know:

  • How to braid hair.
  • “New math.”
  • How to separate plastic vegetable bags at the grocery store while wearing gloves and a mask.
  • The neighbors directly across the street.

I wish I had more answers for my own staff, administration, and family. I wish I could tell my friend whose daughter is supposed to leave for college in August whether that university will be on campus for in-person instruction. The truth, however, is I do not know.

What I DO know

When we discuss and attempt to predict the “further future” of how juniors will be evaluated in the admission process in the year ahead, I feel a lot more confident.

Q: How will you evaluate GPA and grades when students may only have pass/fail grades or partial term grading for the spring semester?

A: We will do what we always have done:  look at the high school they attend, what courses they had access to (course availability), which courses they took (course selection, e.g. academic rigor), and how they did in those classes (course performance, e.g. GPA). We will not look at all high schools uniformly, but rather take the time to understand context, including how the Covid-19 pandemic impacted that community, school, and student.

We’ll also review grade trends. In other words, how did they do in 9th, 10th, and the first part of 11th grade, and perhaps also ask for a mid-term report in the senior year, especially for applicants in EA/ED rounds. Lastly, we will use historical information from classes from previous years to see how similar students from that high school have fared on our campus. No students from that high school previously? Not a problem. In fact, we are always excited to receive apps from schools we’ve not in the past. Again, we will look comprehensively at all of the factors outlined above.

Q: How are you going to evaluate extra-curricular involvement since students had seasons, performances, or elections canceled in the junior spring?

A: Holistically, and with benefit of the doubt. I know everyone says how important the junior year is and I’m not taking away from that. But again, we know what you had planned. We know what you already participated in and what you have accomplished. We’ll do what we do every year—we’ll make assumptions and inferences, which always (and I use that word intentionally) lean toward benefiting you. Here is how that will sound in admission committee: “She was on the soccer team but they did not get to play most of the season. She also plays club soccer and summer tournaments and camps were canceled. Looks like she’s listing her intent to play again in her senior year.” Translation: They’re reviewing your file as if all of that actually happened. Always, to your benefit.

Q: What about testing if administrations continue to be canceled? How will colleges review tests administered at home or those of a different format/length?

A: The test score optional movement gains momentum every day. In recent weeks, you’ve seen many public and private colleges around the country introduce either pilot plans for the year ahead or permanent policies within admission review that do not require standardized testing. A full list of nearly 1,200 colleges and universities can be found here. I highly recommend this piece in the Chronicle of Higher Education from my colleague Jon Boeckenstadt from Oregon State University, a long-time champion of test-optional admission policies. College Admission Standardized Tests

For those colleges who continue to require standardized testing they will need to be very clear about their policies and considerations surrounding testing prior to or after Spring 2020.  As a prospective student, you will have to wait and watch this summer for indications from the colleges you are considering.

If you already have a test score that falls into a college’s middle 50% range (whether they are test score optional or not), I recommend sending those as an indicator of interest. In addition to registering for one of their information sessions or accessing their virtual tours, this helps them identify and communicate with you as a student who is serious about applying and potentially enrolling.

Other things I know:

  • I REALLY need a haircut.
  • Colleges need students now more than ever.
  • Hybrid models, including synchronous and asynchronous, are being developed. This will allow some schools to grow their enrollment and create more access/seats.
  • While highlights and re-runs of games are entertaining initially, they only make you long for live sports to return.
  • I appreciate you reading and hope you have a great week. Don’t miss this opportunity at home to tell the people in your house how much you love them and appreciate them.
  • Grace, forgiveness, patience, benefit of the doubt, and love need to rule the day during this time (and by this time, I mean ALWAYS).

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